School Accountability Report Card Reported for School Year 2002-2003 Published During 2003-2004
Notes regarding the source and currency of data: Data included in this School Accountability Report Card (SARC) are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at http://www.cde.ca.gov/ope/sarc/data.htm. Most data presented in this report were collected from the 2002-03 school year or from the two preceding years (2000-01 and 2001-02). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2001-02. A glossary of terms is available at http://www.cde.ca.gov/demographics/glossary.
School Information
District Information
School Name
Bellflower USD Intensive Learning Center
District Name
Bellflower Unified
Principal
Dr. Linda Gresik
Superintendent
Rick Kemppainen
Street
4718 E. Michelson St.
16703 S. Clark Ave.
City, State, Zip
Lakewood, CA 90712
Bellflower, CA 90706-5203
Phone Number
(562) 633-2096
(562) 866-9011
FAX Number
(562) 633-3957
(562) 866-7713
Web Site
http://www.busd.k12.ca.us/schools/ilc.htm
http://www.busd.k12.ca.us
CDS Code
19-64303-6011613
SARC Contact
Steven Yuchno
School Description and Mission Statement
The Intensive Learning Center is one of eleven elementary schools in the Bellflower Unified School District serving the cities of Bellflower, Lakewood, and Cerritos. The school is located in the City of Lakewood, and serves approximately 850 culturally diverse students in kindergarten through grade six. In August 1998, the school reopened its doors as an elementary school. The school was remodeled and its original design was expanded to include twenty six additional classrooms, a modern science lab complete with hook-ups for gas, electricity, and water, a state-of-the–art computer lab with 40 computers to support laboratory experiences in science and technology, a library with an automated inventory system, and a refurbished cafetorium and administration building. Several landscaping projects were completed to enhance the attractiveness of the campus.
The Intensive Learning Center’s mission is to be a “World Class” school that is safe and has a positive and challenging learning environment which maximizes opportunities for our diverse student population to develop academically, socially, emotionally, and physically into responsible and productive citizens through a comprehensive, sequential curriculum provided by a highly trained, professional staff. Our instructional programs provide the framework, which accomplishes this mission.
The Intensive Learning Center continues to focus on academic rigor by providing students with an enriched and in-depth curriculum. Students attend 180 school days and the school day is extended to 385 minutes per day. Our four teacher-specialists provide instruction in Spanish, technology, science, and physical education. Students learn problem solving skills, and strong academic content for their future endeavors. Our school supports collaboration with parents, staff, and the community, promoting the concept that involving the larger community supports instructional programs and student achievement. High expectations are an integral part of our curriculum. We believe we are providing a model education for students to become life-long learners in a global society. Our staff, students, parents and our total school community are proud of our accomplishments. We are building the future together with our students.
Opportunities for Parental Involvement
Contact Person Name
Linda Gresik
Contact Person Phone Number
Family support is an integral part of the educational process. Without this vital link, the goals set in the mission and vision statements of the school would be unachievable. Making parents feel welcome in the school and important to the success of the students has been the center of the school’s strategies that send the message that family involvement is essential to advance our students’ education. All family members are encouraged to attend our daily flag ceremony at the beginning of each school day. There we make important announcements and recognize students’ efforts and achievements. A coordinated effort between the community and the school provides a safe and nurturing environment for all children. Parents are leaders in decision-making circumstances in the PTA, on the School Site Council, on the English Learner Advisory Committee and as parent volunteers. In order to build public confidence, monthly newsletters, special bulletins, flyers, and other forms of written communication elicit active participation and support for school programs.
I. Demographic Information Student Enrollment, by Grade Level Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
Grade Level
Enrollment
Kindergarten
120
Grade 1
119
Grade 2
140
Grade 3
118
Grade 4
116
Grade 5
137
Grade 6
111
Total Enrollment
861
Student Enrollment, by Ethnic Group Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS.
Racial/Ethnic Category
Number of Students
Percent of Students
African-American
162
18.8
Hispanic or Latino
300
34.8
American Indian or Alaska Native
3
0.3
Pacific Islander
5
0.6
Asian
74
8.6
White (Not Hispanic)
263
30.5
Filipino
54
6.3
Multiple or No Response
0
0.0
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
March 1, 2003
Date Last Discussed with Staff
The staff, students, parents, the Parent Teacher Association (PTA), and community members at the school strive to provide effective ways to give all students the safe, clean, healthy, and disciplined conditions that allow teachers to effectively teach and students to actively learn. The school places the physical, emotional, and psychological safety and well being of it’s students and staff among our highest priorities. All elements of the school, the education provided, the student support staff, the school’s leadership, our parents and families, and the school’s surrounding community, combine to produce a positive, safe, and secure environment for all students. The school’s comprehensive safety plan establishes annual review of emergency response procedures, student safety issues and policies related to insuring a safe and orderly campus. The school meets its obligation to provide support systems that promote the health and safety of students and adults alike.
School Programs and Practices that Promote a Positive Learning Environment
Students who feel good about themselves and who have opportunities to receive recognition tend to perform better academically and socially, so the school makes every effort to acknowledge good behavior and performance.
Our school-wide discipline plan is consistently administered, and students and staff members follow it. This plan includes standards for expected behavior and consequences for failure to comply with the standards, which have been agreed upon by a committee of teachers, parents, and students. There is an emphasis on rewarding students who meet the agreed upon expectations. Some of our recognition programs include Student of the Month, Daily Patriotic Observance, Homework Club, Student Council, special days, and PTA recognitions of individual and class accomplishments. Opportunities are also provided for students to be involved in multi-cultural assemblies, clubs, and after school activities.
Suspensions and Expulsions Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that result in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.
School
District
2001
2002
2003
Number of Suspensions
38
22
4,045
3,885
3,383
Rate of Suspensions
.05
.04
.03
.27
.25
.21
Number of Expulsions
20
63
57
Rate of Expulsions
>.01
School Facilities
The appearance of a school’s grounds, buildings, and classrooms influences the attitude of all who visit and use the campus. The school’s physical plant supports and enhances the learning environment. It is well maintained, functional, and clean. The school’s facilities support the special needs of all students, and there are areas on campus, including the library-media center, teachers’ lounges, and a teachers’ workroom, for students and staff to go for collaboration and research. Students play in a spacious, grassy, park-like atmosphere. Adequate supplies and materials support all facilities. An attractive wrought iron fence encloses the front of the school and gates are locked and unlocked to accommodate the daily schedule. Signs are posted at the front gate informing the public that the school is tobacco free, and the school follows a “No Trash” policy that encourages students and staff to assume personal responsibility for the appearance of the campus.
III. Academic Data Standardized Testing and Reporting (STAR) Through the California Standardized Testing and Reporting (STAR) Program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English-language arts and mathematics in grades 2-11, science and history/social science in grades 9-11, and a norm-referenced test, which tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11. California Standards Tests (CST) The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Detailed information regarding results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. CST - All Students Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.
Performance Level
State
English Language Arts
Proficient or Advanced
55
68
24
26
30
32
35
Not Tested
1
2
6
8
Mathematics
58
70
25
31
---
CST - Racial/Ethnic Groups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.
African- American
White (not Hispanic)
66
76
89
60
88
91
73
CST - Subgroups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.
Male
Female
English Learners
Socioeconomically Disadvantaged
Students With Disabilities
Migrant Education Services
Yes
No
62
47
82
64
71
69
67
84
65
Norm-Referenced Test (NRT) Reading and mathematics results from the Norm-Referenced Test (NRT), adopted by the State Board of Education (this was the Stanford 9 test up until 2003, but was changed to the California Achievement Test, Sixth Edition for 2003), are reported for each grade level as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. NRT - All Students Data reported are the percent of students scoring at or above the 50th percentile.
Subject
Reading
72
40
37
44
45
43
86
79
49
46
53
50
NRT - Racial/Ethnic Groups Data reported are the percent of students scoring at or above the 50th percentile.
77
90
80
NRT - Subgroups Data reported are the percent of students scoring at or above the 50th percentile.
61
78
87
75
California Physical Fitness Test Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards). Detailed information regarding the California Physical Fitness Test may be found at the California Department of Education Web site at http://www.cde.ca.gov/statetests/pe/pe.html. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
Total
34.6
39.4
29.7
12.6
14.5
10.8
23.1
24.5
21.7
Academic Performance Index (API) The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet. Growth Targets: The annual growth target for a school is 5 percent of the distance between its Base API and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. There was no money allocated to the II/USP Program in 2002 or 2003. Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards. Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR. Statewide Rank: Schools receiving a Base API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school). Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it. API criteria are subject to change as new legislation is enacted into law. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education Web site at http://www.cde.ca.gov/psaa/api/ or by speaking with the school principal. Schoolwide API
API Base Data
API Growth Data
2000
From 2000 to 2001
From 2001 to 2002
From 2002 to 2003
Percent Tested
100
99
API Base Score
823
841
819
API Growth Score
849
833
864
Growth Target
At / above 800
Actual Growth
-8
Statewide Rank
9
Similar Schools Rank
10
API Subgroups - Racial/Ethnic Groups
765
837
802
845
816
854
-21
52
807
812
781
821
798
840
14
-14
59
848
844
852
871
4
27
API Subgroups - Socioeconomically Disadvantaged
764
784
776
792
791
28
7
Awards and Intervention Programs Eligibility for statewide award or intervention programs is based on API growth data from the previous academic year. The Immediate Intervention/Underperforming Schools Program was not funded for the year 2002 or 2003.
Federal Programs
Recognition for Achievement (Title 1)
Number of Schools Identified for Program Improvement
Identified for Program Improvement (Title 1)
Percent of Schools Identified for Program Improvement
6.7
Exited Title 1 Program Improvement
Years Identified for Program Improvement
California Programs
Eligible for Governor's Performance Award
Eligible for II/USP
Applied for II/USP Funding
Received II/USP Funding
Adequate Yearly Progress (AYP) The federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards-based assessments by 2014. In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. Data reported show whether all groups of students in the school made Adequate Yearly Progress (AYP). Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ayp/ or by speaking with the school principal.
Groups
All Students
African American
N/A
Students with Disabilities
IV. Class Size Average Class Size and Class Size Distribution Data reported are the average class size and the number of classrooms that fall into each category (i.e., number of students), by grade level, as reported by CBEDS.
Grade
Avg. Class Size
Number of Classrooms
1-20
21-32
33+
K
19.86
20.00
19.83
19.50
19.67
19.33
30.50
28.20
29.00
31.25
32.67
30.75
29.50
29.67
32.00
K-3
n/a
3-4
4-8
Other
Class Size Reduction Participation California's K-3 Class Size Reduction program began in 1996 for children in kindergarten and grades one through three. Funding is provided to participating school districts to decrease the size of K-3 classes to 20 or fewer students per certificated teacher. Data reported are the percent of students in each grade level in the school that are in a class size reduction classroom.
Percent of Students Participating
V. Teacher and Staff Information Teacher Credentials Data reported are the number of teachers (full-time and part-time). Each teacher is counted as '1'. If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.
Total Teachers
42
Teachers with Full Credential (full credential and teaching in subject area)
34
36
Teachers Teaching Outside Subject Area (full credential but teaching outside subject area)
Teachers with Emergency Credential (includes District Internship, University Internship, Pre-Interns, and Emergency Permits)
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)
Teacher Evaluations
Just as students receive feedback regarding their performance, teachers also receive regular evaluations. Probationary teachers are evaluated every year and tenured teachers are evaluated every other year. The major areas covered in evaluation are student progress, instructional methods and effectiveness, adherence to the district curriculum, and establishment and maintenance of a suitable learning environment. The purpose of the evaluation is to ensure and promote quality instruction in all classrooms.
Substitute Teachers
When teachers are absent, it is important to place substitutes of the highest quality in the classroom. The continuity and quality of the program depend on the ability of the substitutes to maintain the expected level of instruction. The district has had little trouble hiring and retaining qualified personnel. On rare occasions, when the number of substitutes needed exceeds the number of available substitutes, credentialed support personnel will cover those classes.
Support Staff Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100% full time. Two staff persons working 50% of full time also equals one FTE.
Title
FTE
Psychologist
0.20
Health Assistant
0.75
Speech/Language/Hearing Specialist
0.40
Technology Specialist (non-teaching)
1.00
Computing Support Technician
Adaptive Physical Education Teacher
0.10
Academic Counselors
The district does not employ academic counselors at the elementary school level. Guidance Interns are assigned to each school.
VI. Curriculum and Instruction School Instruction and Leadership
The school provides every student the opportunity to engage in a rigorous, integrated and balanced core curriculum that begins in kindergarten and builds from grade to grade. The curriculum is closely aligned with the California State Standards and it incorporates both the beginning and higher-level thinking skills that require students to formulate and solve problems, to make independent judgments, and to express thoughts logically and clearly in written and oral form. The school insures that all students are engaged in a balanced curriculum by having teachers follow district curriculum guides, content and performance standards, and state frameworks. Sound pedagogical practices, extensive instructional resources and a highly-trained staff provide effective strategies for every student to succeed.
The principal, assistant principal and grade level teacher groups continuously collaborate to produce an atmosphere of constant improvement. Teachers plan together in grade level teams that regularly review student work in relation to the standards. Comprehensive information regarding student achievement is made available to the school on a regular basis, and that data guides most decisions regarding professional development. Subgroup data is carefully studied to identify under performing groups so that instruction may be targeted appropriately. Teacher accountability is viewed as a positive part of the school culture. The principal and assistant principal make classroom visits to observe lessons and consult with teachers to keep instruction “on track”, and teachers regularly redesign their lessons to assure that they are challenging, rigorous, and aligned with standards.
Students who need additional support in meeting the demands of the curriculum utilize a network of services that help them succeed. Students whose primary language is not English receive structured English Immersion in the classroom from teachers holding appropriate credentials. Library resources and home to school materials are also made available in the primary language. A variety of support options are provided for other identified special needs students. There are pull out programs as well as programs that use extended day and extended year models.
The school has a guidance intern and psychologist support. These professionals work with the Student Study Team to assess Special Education and Section 504 students and collaborate with parents in the development of appropriate individualized plans emphasizing access to the least restrictive educational environment. The district also sponsors numerous extended day activities for GATE students and trains their teachers to differentiate instruction.
Professional Development
Professional development activities are essential to the maintenance of a quality educational program for all students. Over the past three years, the district has provided more than 200 hours per year of professional development activities for teachers and classified staff. These programs have emphasized a standards-based approach to the core subject areas of English Language Arts, mathematics, science and social studies.
Over the past three years the district has also provided 14 shortened days per year for schools to use in school-based planning and professional development activities. The school-based professional development program has addressed technology-based instruction; early literacy, shared decision-making, the utilization of standardized tests in the instructional program, and instruction for underachieving subgroups.
Quality and Currency of Textbooks and Other Instructional Materials
The State of California adopts textbooks every seven years. The district follows the state cycle for textbook adoption, and all classes have current text materials in the academic subjects.
Funding for instructional materials and textbooks changed with the implementation of the Instructional Materials Funding Realignment Program (IMFRP) in January, 2003. The IMFRP consolidated funding for instructional materials into one program. The priority under IMFRP is for each pupil in grades K-12 to be provided with standards-aligned instructional materials in reading/language arts, mathematics, history-social science, and science.
The apportionment amount of $36.52 per pupil enrolled K-l2 is based on the October 2001, California Basic Educational Data System (CBEDS) report. The total district allocation for the 2002-03 school year was $559,549. In reality, textbooks and support materials cost more than this amount; so the district provides additional money for these materials. Supplements to printed text materials are also provided through the use of technologies that include multi-media computing and video.
Instructional Minutes The California Education Code establishes the required number of instructional minutes per year for each grade. Data reported compare the number of instructional minutes offered at the school level to the state requirement for each grade.
Instructional Minutes
Offered
State Requirement
67,700
36,000
50,400
54,000
Total Number of Minimum Days
Five Minimum Days are scheduled annually. They are: Back to School Night, Open House, the day before Winter Break, and the last day of each semester.
VII. Fiscal and Expenditure Data Average Salaries (Fiscal Year 2001-2002) Data reported are the district average salary for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. The district average principal salary is shown separately for elementary, middle, and high schools, but the state average principal salary is combined.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
$40,424
$35,278
Mid-Range Teacher Salary
$59,468
$56,381
Highest Teacher Salary
$72,107
$72,141
Average Principal Salary (Elementary)
$95,295
$88,747
Average Principal Salary (Middle)
Average Principal Salary (High)
$110,786
Superintendent Salary
$171,632
$145,316
Percent of Budget for Teacher Salaries
44.95%
43.30%
Percent of Budget for Administrative Salaries
10.92%
5.44%
Expenditures (Fiscal Year 2001-2002) Data reported are total dollars expended in the district, and the dollars expended per student at the district compared to the state average. Detailed information regarding expenditures may be found at the California Department of Education Web site at http://www.cde.ca.gov/fiscal/financial/.
State Average All Districts
Total Dollars
Dollars per Student (ADA)
$89,871,477
$6,030
$6,770
$6,719
Types of Services Funded
The ADA dollars cited in the table above provide services budgeted from the general fund including regular classroom instruction and support, special education, counseling, psychology, child welfare and attendance and program assessment. Additional services funded as categorical programs include: Title 1 and Title VI assistance to targeted populations, Caring Connections community services, services for English Learners, School Improvement Programs (SIP), Safety and Violence Prevention, Drug and Tobacco Education (DATE), Tobacco Use Prevention Education (TUPE); Safe and Drug Free Schools, and the After School Program Promoting Learning Enrichment (Project APPLE).